Home Page: LOGISTICS Unit Title: Man vs. Nature Grade Level: 6 Subject: Humanities/Math/Science Duration: 10-14 Class days GOALS Problem: What causes greater devastation to mankind? Forces of nature or forces of man? Standards: Technology Standard: NETS-S 1,4 – Gather data, examine patterns, and apply information for decision making using digital tools and resources. State Standards:
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
HUMAN-ENVIRONMENT INTERACTION: The student will understand that humans, their society, and the environment affect each other.
What environmental concerns do countries in Europe face?
How are specific European countries addressing specific environmental concerns (acid rain in Germany, and air pollution in England)?
How has the nuclear disaster that occurred in Chernobyl, Ukraine affected the region and other surrounding areas?
M6M2. Students will use appropriate units of measure for finding length, perimeter, area and volume and will express each quantity using the appropriate unit.
a. Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
ELA6LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions, in which the student:
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
e. Displays appropriate turn-taking behaviors.
f. Actively solicits another person’s comments or opinions.
g. Offers own opinion forcefully without being domineering.
h. Responds appropriately to comments and questions.
i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
j. Gives reasons in support of opinions expressed.
k. Clarifies, illustrates, or expands on a response when asked to do so.
m. Writes a response to/reflection of interactions with others.
ELA6W4. The student consistently uses the writing process to develop, revise, and evaluate writing; the student
a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.
c. Edits to correct errors in spelling, punctuation, etc.
Prerequisites: An understanding of what the difference is between forces of nature and forces of man. Objectives, Outcomes, or Framing Question:
1. Students will be able to understand the differences between forces of nature and forces of man.
2. Students will be able to understand the techniques of persuasive writing and will use those tools to write a proposal stating which force causes greater devastation.
3. Students will know and be able to demonstrate scale factor.
4. Students will know and be able to understand credible website and how to cite references.
5. Students will demonstrate learning through presentation of learning.
Module 1:
Problem: What causes greater devastation to mankind? Forces of nature or forces of man?
Grade Level: 6th
Subject: Humanities (Language Arts and Social Studies)
LOGISTICS
Unit Title: Man vs. Nature
Grade Level: 6
Subject: Humanities/Math/Science
Duration: 10-14 Class days
GOALS
Problem: What causes greater devastation to mankind? Forces of nature or forces of man?
Standards:
Technology Standard: NETS-S 1,4 – Gather data, examine patterns, and apply information for decision making using digital tools and resources.
State Standards:
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
What environmental concerns do countries in Europe face?
How are specific European countries addressing specific environmental concerns (acid rain in Germany, and air pollution in England)?
How has the nuclear disaster that occurred in Chernobyl, Ukraine affected the region and other surrounding areas?
a. Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
e. Displays appropriate turn-taking behaviors.
f. Actively solicits another person’s comments or opinions.
g. Offers own opinion forcefully without being domineering.
h. Responds appropriately to comments and questions.
i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
j. Gives reasons in support of opinions expressed.
k. Clarifies, illustrates, or expands on a response when asked to do so.
m. Writes a response to/reflection of interactions with others.
a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.
c. Edits to correct errors in spelling, punctuation, etc.
Objectives, Outcomes, or Framing Question:
1. Students will be able to understand the differences between forces of nature and forces of man.
2. Students will be able to understand the techniques of persuasive writing and will use those tools to write a proposal stating which force causes greater devastation.
3. Students will know and be able to demonstrate scale factor.
4. Students will know and be able to understand credible website and how to cite references.
5. Students will demonstrate learning through presentation of learning.
Module 1:
Problem: What causes greater devastation to mankind? Forces of nature or forces of man?
Grade Level: 6th
Subject: Humanities (Language Arts and Social Studies)